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Ilimi a Nijar

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Ilimi a Nijar
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Gidan aji na farko a Nijar

Ilimi a Nijar, kamar yadda yake a wasu kasashe a Yankin Sahelian na Afirka, yana fuskantar kalubale saboda talauci da rashin samun dama ga makarantu. Kodayake ilimi ya zama tilas tsakanin shekaru bakwai zuwa goma sha biyar, tare da makarantar firamare da sakandare da ke haifar da ilimi mafi girma, Nijar tana da ɗayan ƙarancin karatu da rubutu a duniya. Tare da taimakon kungiyoyi na waje, Nijar tana neman inganta ilimi, sake fasalin yadda makarantu ke amfani da harsunan koyarwa, da kuma bincika yadda tsarin zai iya rufe gibin jinsi a riƙewa da ilmantarwa.

The Human Rights Measurement Initiative (HRMI) ya gano cewa Nijar tana cika kashi 59.2% kawai na abin da ya kamata ta cika don haƙƙin ilimi bisa ga matakin samun kudin shiga na ƙasar. HRMI ta rushe haƙƙin ilimi ta hanyar kallon haƙƙin ilimi na firamare da na sakandare. Yayinda ake la'akari da matakin samun kudin shiga na Nijar, kasar tana samun kashi 71.5% na abin da ya kamata ya yiwu bisa ga albarkatun ta (kudin shiga) don ilimin firamare amma kashi 46.8% kawai don ilimin sakandare.

Shirye-shiryen ilimi na yau da kullun[gyara sashe | gyara masomin]

Yara a Nijar suna shiga makarantar firamare suna da shekaru bakwai. Ana tilasta zuwa makaranta har zuwa shekara goma sha biyar, a ƙarshen 1st cycle na makarantar sakandare.[1] An tsara tsarin ilimi na Nijar kamar haka: [2]

  • Makarantar sakandare
  • Makarantar firamare (firamare) (shekaru 6)
  • Makarantar sakandare (karatun sakandare)
    • Tsarin farko (shekaru 4)
    • Zagaye na biyu (shekaru 3)
  • Ilimi mafi girma
    • Jami'ar: lasisi (shekaru 3), masters (shekara 2)
    • Cibiyoyin fasaha: DUT (Diploma na Fasaha na Jami'ar (shekaru 2)

Ilimi na firamare[gyara sashe | gyara masomin]

Ilimi na firamare ya kunshi maki shida: [2]

  • C.I. (Cours d'Initiation ko Class Initiation)
  • C.P. (Kwarewar Shirye-shiryen ko Shirye-sauye)
  • C.E.1 (Cours Élémentaire 1 ko Elementary Class 1)
  • C.E.2 (Cours Élémentaire 2 ko Elementary Class 2)
  • CM1 (Courses Moyen 1 ko Tsakiyar Class 1)
  • CM2 (Courses Moyen 2 ko Tsakiyar aji 2)

Sunayen azuzuwan da suka fara da CP sun fito ne daga tsarin Faransanci. An kara CI don "farfadowa" dalibai zuwa harshen Faransanci, wanda shine harshen ilimi a yawancin makarantu.

Jarrabawar kasa ta amince da kammala karatun firamare. Ana ba wa waɗanda suka yi nasara a jarrabawar takardar shaidar kammala karatun firamare ko CFEPD (wanda aka taƙaita daga takardar shaidar Faransanci de fin d'études du premier degré). [3] [4] [5] Bankin Duniya ya buga kiyasin Cibiyar Kididdiga ta UNESCO a halin yanzu na yawan shiga makarantun firamare da kashi 71%, duk da cewa wannan adadi ya yi yawa saboda ya kirga da yawan yaran da ke kan gaba a makarantun firamare. [6]

Harsunan Koyarwa[gyara sashe | gyara masomin]

An karɓi Faransanci a matsayin harshen hukuma kawai na Nijar a cikin kundin tsarin mulkinta na farko a cikin 1960, sabili da haka shine kawai harshen da aka ba da izini a makarantu na shekaru goma bayan samun 'yancin kai.[7] Duk da yake yawan sanannun harsunan ƙasa sun fadada don haɗawa da harsuna 8 na gida a cikin 1989, da kuma 2 a cikin 2001, makarantun Nijar sun yi jinkiri don aiwatar da ilimin harsuna da yawa. Wannan ya haifar da shingen ilimi ga dalibai a Nijar waɗanda ke magana da wasu yarukan yanki kuma galibi suna da ƙarancin fahimtar Faransanci, wanda ke haifar da wahalar fahimtar kayan da aka koyar a makarantu.[8] Bayan taron duniya na 1965 kan ilimi a Tehran, inda shaidu daga ko'ina cikin duniya suka nuna gazawar ilimin karatu da rubutu da ba a gudanar da shi a cikin harshen mai koyo ba, Mali ta nuna ingantaccen sakamako a cikin karatu da rubutu ta amfani da harsunan gida a matsayin wani ɓangare na ilimin uwa-harshe-tsaki (MTME). Shirye-shiryen kamar wannan sun sami karfin duniya a wannan lokacin, wanda ya jagoranci Nijar ta fara amfani da harsunan gida don koyar da makaranta a wasu makarantu tun farkon shekara ta 1972. [7] A zahiri, Nijar ta kasance daga cikin na farko da ya haɗa irin waɗannan shirye-shiryen a Yammacin Afirka.[9]

Canjin ilimin harsuna biyu[gyara sashe | gyara masomin]

Ko da tare da kokarin farko da aka mayar da hankali ga ilimin harsuna da harsuna biyu a Nijar, aiwatar da waɗannan hanyoyin ya kasance shekaru da yawa a cikin yin. A cikin binciken da aka yi a shekara ta 2005, makarantun gwaji sun nuna warewa ko raguwa kusan kashi 14 cikin dari ƙasa da makarantun gargajiya, da kuma kammala karatun firamare ba tare da maimaitawa ba a kashi 17 cikin dari sama da makarantun al'ada.[7] Bayan wani yunkuri na sake fasalin tsarin karatu na shekara ta 2008, Ma'aikatar Ilimi ta Nijar ta gudanar da wani shiri a makarantu 500 da ke nuna harsunan gida don koyarwa a farkon maki da kuma gabatar da Faransanci a hankali a cikin shekaru masu zuwa. An faɗaɗa wannan matukin jirgi zuwa makarantu 5,000 don shekarar makaranta ta 2017-2018. Nazarin ya nuna cewa aikin dalibai ya fi girma a makarantun harsuna biyu kuma mafi ƙasƙanci a makarantun gargajiya (Francophone).[10] Duk da yake shaidu sun nuna sakamako mai kyau, ilimin harsuna biyu da harsuna da yawa ya ci gaba a hankali a Nijar, duk da goyon baya ga waɗannan shirye-shiryen da suka samo asali a farkon shekarun 1960.[7] Yawancin rikitarwa sun kasance a ci gaba da aiwatar da ilimin harsuna da yawa a Nijar, kamar jarrabawar kasa ta harshen Faransanci kawai, shigar Faransanci cikin manufofin harshe na tsoffin yankuna, dalilai na siyasa da ke hana ƙarin shirye-shiryen fadada, da iyakokin kudi don aiwatar da nasara.[11][8]

Rashin daidaito tsakanin jinsi[gyara sashe | gyara masomin]

Nijar tana kusa da ƙasan Rahotanni na Ci gaban Dan Adam, wanda aka sanya a 151 daga cikin kasashe 189. Samun damar ilimi ya zama wani ɓangare na ka'idodin wannan ƙididdigar, tare da adadi da ke nuna bambancin ilimi tsakanin yawan mutanen da ba su da ilimi.[12] Duk da yake kashi 23 cikin dari na yara maza ne kawai suka kammala makarantar sakandare, adadi ya fi ƙasa da 'yan mata a kashi 17 cikin dari. A duk matakan makaranta, 'yan mata suna halartar ƙasa da maza.[13] Har ila yau, ƙididdigar karatu da rubutu tana nuna rashin daidaito a ilimi, tare da kashi 23 cikin 100 na 'yan mata sama da shekaru goma sha biyar da ke nuna karatu da rubutu, idan aka kwatanta da kashi 39 cikin 100 na yara maza na wannan shekarun.[14] Wannan rashin daidaito ana iya danganta shi da dalilai da yawa, gami da damuwa game da tsaro, nesa mai tsawo da rashin samun dama ga makarantu, ka'idojin al'adu waɗanda ke ba da fifiko ga ilimi ƙasa da 'yan mata, da auren yara.[13][15] Tasirin rashin daidaito tsakanin maza da mata a Nijar, wanda ya haifar da rashin daidaito ga ilimi, ya wuce kawai fannin ilimi. Bankin Duniya ya kiyasta cewa ta hanyar ba mata ƙarin daidaito da kuma samun iko - musamman ta hanyar saka hannun jari a ilimin 'yan mata da rage auren yara - GDP na Niger ga kowane mutum na iya ƙaruwa har zuwa kashi ɗaya cikin huɗu.[16] Saboda haka rashin daidaito tsakanin jinsi a cikin ilimi ba kawai batun ka'ida ba ne ga al'umma, tunda yana tasiri ga lafiyar tattalin arziki na kowa.

Kokarin rufe bambancin jinsi[gyara sashe | gyara masomin]

Dukkanin hukumomin ilimi a Nijar da kungiyoyin kasa da kasa sun dauki matakai don magance rashin daidaito tsakanin jinsi a ilimi. Misali, Hukumar Kula da Ci Gaban Kasa da Kasa ta Amurka da UNICEF sun yi alkawarin taimakawa gwamnatin Nijar wajen samar da ilimi ga 'yan mata.[13][17] Kuma gwamnatin Nijar ta tsara wani shiri na shekaru goma don bangaren ilimi daga 2014 zuwa 2024 yana mai da hankali, a tsakanin sauran abubuwa, karfafa shigar 'yan mata da riƙewa.[18][19] Duk da yake har yanzu ba za a ga daidai yadda aiwatar da waɗannan dabarun zai kasance a shekara ta 2024, shirin ya sami amincewa da tallafawa daga Hukumar Ilimi, Kimiyya da Al'adu ta Majalisar Dinkin Duniya.[20]

Ilimi na sakandare[gyara sashe | gyara masomin]

Akwai jami'o'i biyar a Nijar. Na farko kuma mafi girma, Jami'ar Abdou Moumouni a Niamey an kafa ta ne a matsayin Jami'ar Niamey a shekara ta 1974. An buɗe Jami'ar Musulunci ta Nijar a Say a shekarar 1986. A shekara ta 2008, an kirkiro jami'o'i biyu na jama'a, Jami'ar Zinder a Zinder da Jami'ar Maradi a Maradi. A shekara ta 2010, an kirkiro Jami'ar TahouaJami'ar Tahoua Tahoua a Tahoua. A cikin 2014, an ba da sanarwar cewa za a kirkiro ƙarin jami'o'i huɗu a Agadez, Diffa, Dosso da Tillaberi.[21]

Bayanan da aka ambata[gyara sashe | gyara masomin]

  1. ↑ Behnke, p. 40
  2. ↑ 2.0 2.1 [1]. Last accessed on 9/20/2014.
  3. ↑ [2] Archived 2016-03-10 at the Wayback Machine Education for all in Niger. Last accessed on 11/2/2014
  4. ↑ [3] Enseignement, Formation, Recherche. Last accessed on 11/2/2014
  5. ↑ [4][permanent dead link] Last accessed on 11/2/2014.
  6. ↑ "School enrollment, primary (% gross)". The World Bank. Retrieved 9 February 2015.
  7. ↑ 7.0 7.1 7.2 7.3 Nikièma, Norbert (2011). "A first-language-first multilingual model to meet the quality imperative in formal basic education in three 'francophone' West African countries". International Review of Education. 57 (5/6): 599–616. Bibcode:2011IREdu..57..599N. doi:10.1007/s11159-011-9253-5. ISSN 0020-8566. JSTOR 41480146. S2CID 144072921.
  8. ↑ 8.0 8.1 Hamidou, Amadou; Mijinguini, Abdou; Amani, Laouali; Salley, Jafarou (January 2010). "Bilingual Education in Niger" (PDF). African Experiences - Country Case Studies. Association for the Development of Education in Africa. 10.
  9. ↑ Brown, Katie (May 16, 2014). "Best Practices in Mother Tongue Based Multilingual Education" (PDF).
  10. ↑ "Piloting mother-tongue curriculum to improve literacy in Niger | Blog | Global Partnership for Education". www.globalpartnership.org (in Turanci). Retrieved 2020-04-02.
  11. ↑ Brock-Utne, Birgit (2001). "Education for All: In Whose Language?". Oxford Review of Education. 27 (1): 115–134. doi:10.1080/03054980125577. ISSN 0305-4985. JSTOR 1050997. S2CID 144457326.
  12. ↑ Nations, United. "| Human Development Reports". Retrieved 2020-04-03. Cite journal requires |journal= (help)
  13. ↑ 13.0 13.1 13.2 "Education". www.unicef.org (in Turanci). Retrieved 2020-04-02.
  14. ↑ "Niger". uis.unesco.org. 2016-11-27. Retrieved 2020-04-02.
  15. ↑ "Republic of Niger: Priorities for Ending Poverty and Boosting Shared Prosperity: Systematic Country Diagnostic" (PDF). World Bank Group. November 28, 2017.
  16. ↑ World Bank (2018-05-24). "Economic Impacts of Gender Inequality in Niger" (in Turanci): 1–80. Cite journal requires |journal= (help)
  17. ↑ "USAID Fact Sheet: Education in Niger" (PDF). United States Agency for International Development.
  18. ↑ "Programme Sectoriel de l'Education et de la Formation (2014-2024) Document de stratégie" (PDF). June 2013.
  19. ↑ "Education in Niger | Global Partnership for Education". www.globalpartnership.org (in Turanci). Retrieved 2020-04-03.
  20. ↑ "UNESCO Supports Niger's Teacher Policy Formulation Process | United Nations Educational, Scientific and Cultural Organization". www.unesco.org. Retrieved 2020-04-03.
  21. ↑ Creation of Four Public University in Some Regions in Niger. Article published by the Agence Nationale de Presse on March 7th, 2014.Last accessed on 9/20/2014.

Mahaɗa[gyara sashe | gyara masomin]

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